My biggest difficulty here is the subject of open book exams. I, for the most part, do not ever use open book exams, except in very few circumstances. One example would be when a professional skills involves using reference materials to complete tasks.

I believe that when a class involves a tremendous amount of theory, it is very important that various examples of how the theories are applied in actual work settings should be a significant component to the lecture and class discussion. I also believe that it should be an important part of testing on the subject.

I really have not used field trips, though I would certainly like to implement this aspect in the classroom. I am going to look at starting field trips to those agencies that sponser our externships.

It is difficult when allowing make up exams because you cannot hand back the ones already graded and that is not fair to the other students. I have figured that letting the students see their exams and requesting them back because the class still have a few people who need to take the exam works best. However, when the makeup tie is then extended and extended, you want to be fair to all of your students but at some point the extenstions have to stop. How do you develop a clear cut this is all that will be allowed for makeups? There is always extenuating circumstances but there has to be a limit, right?

I think that the pretest is a good idea if you have time prior to the start of class. However, I think the best way to determine the efficiency of learning and the rate at which the students are learning is to do an evaluation during the course to get feedback from the students to get an understanding of hot to change the course delivery so more learning is accomplished. The only forseeable problem is that some students by the middle of the course have potentially given up on the course. How do you gage when you should reevaluate the course, after two lectures, after five, how do you know when you need to try something else when you only have so many lectures to get the content through. You cannot go back and start again, so what do you do?

In theory based courses in adult education, using multiple media options is easy to accomplish. Theory does not have the hand on need of some courses, but the way in which theory is conveyed opeds the doors for multiple media types such as white boards, ppt, and demonstrations. The difficulty comes when the theory is difficult to convey and you want the students to learn but you end up training. It is hard to find that balance between training and instructing.

When approaching a new class, it is important to know yourself as an instructor and the types of students you will run into. The issue I am facing is I have students on both sides of the spectrum of learning - some want to and others want it handed to them. It is difficult to find the middle ground where both types are being challenged so they can identify their strengths and weaknesses. How do you teach in the middle of the road?

Creating tests is a learned skill. So is deciding on appropriate test questions from a test bank. Not all test bank questions are equal.

It is important to establish a baseline for where students are at in their learning before jumping into teaching a course. You could be dealing with transfer students, returning drop-out students, or under-prepared students.

I encourage students to learn how to design effective PowerPoint slides so they can assess the effectiveness of learning tools.

I use white paper but use color to highlight different areas I want students to cue in on. I also use these colors in association to mind-mapping content.

Field Trips are great because it gives the students a chance to see what it is like in there career field.

My policy is that the lowest quiz score will be dropped and if you miss a quiz you can't make it up. Examinations can't be made up unless the student had some type of hardship. Then it will be a the instructor's discretion if the exam can be made up.

I think pretests are an excellent idea because it lets you know if the student has any knowledge on the subject that you are going to be teaching.

I feel flip charts are a great tool to use in class because it is an excellent way for all the students to get involved in the class discussion.

at the career college where I work extra credit is not an option. I feel that the students work harder knowing that the grade they are earning is hteir grade.

I like the idea of pretests. I teach pt care classes and I am always amazed at what students think is ok to do when they are the student and not the patient.

I like powerpoints because they help my students get to know the steps of the hands on skills they are learning. The read it, they see it, they do it!

What are some good ways to answer students when you are not sure of the question?

First day of class I have students write down their career goals/job goals, the duties and responsibilities needed and what they want to learn from the class.Before moving into new material I have a class discussion and meet individually with students to inquire how this material relates to their job goal and how it will be used in their job. This way I keep the student focused on why they come to school, talk about the importance of how learning in class will help them be the best/most qualified when they work in field of choice. Guest Speakers are also used relating to class topics. All guest speakers are asked to discuss work qualification and knowledge needed to work their field.